Watch and learn your performance: The effect of self-assessment with video recording on nursing students' knowledge and skills of nasogastric catheter placement—A randomized controlled trial

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Detalles Bibliográficos
Publicado en:	Nurse Education in Practice vol. 83 (Feb 2025), p. 104251
Autor principal:	Yavuz, Burak
Otros Autores:	Koç, Gamze, Hanım Duru Yüce Başaran, Çiftçi, Bahar
Publicado:	Elsevier Limited
Materias:	Intubation Feedback Intervention Students Work environment Smartphones Catheters Clinical skills University faculty Data analysis Professional identity Confidence COVID-19 Medical education Reflective teaching Active learning College students Knowledge Methods Nursing skills Tests Self evaluation Clinical assessment Ventilators Nursing education Competency based learning Clinical research Evaluation Laboratories Video recordings Clinical trials Nurses Catheterization Teaching methods Bias Experiential learning Skill development Hospital costs Clinical nursing Learning Skills Education Nursing Satisfaction Academic achievement Teaching Groups Laboratory Procedures College Faculty Measurement Techniques Check Lists Knowledge Level Educational Assessment Educational Environment Educational Strategies Competence Control Groups Experimental Groups Educational Methods Learning Processes Learning Theories Nursing Students Class Size Blended Learning Educational Facilities Improvement
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Resumen:	Aim To evaluate the effect of video-assisted self-assessment on nursing students' knowledge and skills in nasogastric catheter (NGS) insertion. Background Psychomotor skills are critical in nursing education, but traditional teaching methods often limit students' practice opportunities. Video-assisted learning, especially self-assessment, is an innovative approach for enhancing clinical competencies, yet its use specifically for nursing skill development is under-researched. Design Parallel-group Randomized Controlled Trial (Clinical Trials ID: NCT06494267). Methods This study involved 65 first-year nursing students at Atatürk University, assigned to an intervention group (video feedback for self-assessment, n = 31) and a control group (no video feedback, n = 34). Both groups received theoretical and practical NGS training. In the intervention group, students’ NGS insertion performances were recorded and reviewed for self-evaluation, whereas the control group received no video feedback. Data were collected using a knowledge test, OSCE-based skill checklist and satisfaction questionnaire. Statistical analyses included t-tests and effect size calculations. Results Both groups showed significant pre-to-post-test improvements in knowledge and skills (p < 0.05). The intervention group achieved a greater increase in knowledge (mean 60.64 ± 15.53) compared with the control (57.20 ± 18.14; p = 0.417, d=0.203) and a significantly larger improvement in OSCE scores (intervention: 87.61 ± 7.25; control: 61.29 ± 17.51; p < 0.001, d=1.931). Additionally, 94.19 % of intervention group students reported that video-assisted self-assessment facilitated deficiency identification, with 93.55 % noting its support for objective evaluation. Conclusions Video-assisted self-assessment significantly enhances NGS placement knowledge, skill performance and self-confidence, demonstrating its effectiveness for improving nursing education outcomes.
ISSN:	1471-5953 1873-5223
DOI:	10.1016/j.nepr.2025.104251
Fuente:	Sociology Database